TEACHING

PROFESSION
jhon paul montilla
bped 2b
NATIONAL COMPETENCY- BASED TEACHER
STANDARDS
Domain 1
Social Regard for learning

This domain of Social Regard for learning focuses on the ideal that the teacher serve as
positive role models of the value of pursuit of learning of different kinds of the effort to learn.
The teacher’s actions, statements and different types of social interactions with students
exemplify this deal.

Strand of Desired Teaching Performance indications

Performance
Acts as a positive role model for -Implements school policies and
students procedures
-Demonstrates punctuality
-Maintains appropriate appearance
-is careful about the effect of one’s
behavior on students
-Shows respect for other persons
and their ideas
Domain 2 Learning Environment
The domain of learning Environment focuses on importance of providing for social, psychological
and physical environmental within which students, regardless of their individual differences in
learning can engage the different learning activities and work towards attaining high standards of
learning.
Strand of Desired Teaching Performance indicators
Performance
Creates an environment that promotes -Maintains a learning environment
faimess of courtesy and respect for different
learning
-Provides gender-fair-opportunities
for learning
-Recognizes that every learner has
strengths
Makes the physical environment safe and -maintains a safe ,clean and orderly
conducive to learning classroom free from distractors.

Communicates higher learning expectations -encourage learners to ask question

to each learner - Provides learners with variety of
learning experiences
- -provides varied enrichments
activities to nurture the desire for
further learning
- Communicates and maintains
high standards of learning
Divert of learners
this domain of Diversity of Learner emphasizes the idea that the teachers can facilitate the learning process in
diverse learners by first recognizing and respecting individual differences. Then using knowledge about students
differences to design diverse sets of learning activities to ensure that all students can attain desired learning
goals.
Strands of Desired Teaching Performance Performance indicators

Is familiar with learners background -Obtains informations on the learning

knowledge and experiences styles multiple intelligent and needs of
learners
-Design or select learning experiences
suited to different kinds of learners.
-Establishes goals that define appropriate
to needs and/for difficulties of learners
-Initiates other learning approaches for
learners whose needs have been met by
usual approaches.
Demonstrate concern for holistic -Recognizes multi-cultural backgrounds of
development of learners learners when providing learning
opportunities
-Adopts strategies to address needs of
different-abled students
convergences to help students understand the curricular goals and objectives and to
attain high standards of learning defined in the curriculum. These elements include
the teachers knowledge of subjects matter and the learning process teaching learning
approaches and activities instructional materials and learning measure.

Strands of Desired Teaching Performances indicators

Performance
Demonstrate mastery of the subject -Delivers accurate and updated content
knowledge using appropriate
methodologies, approaches and strategies
- Integrates language, literacy and
quantitative skill development and
values in his/her subject era
- Explains learning goals instructional
procedure and content clearly and
accurate to students
- -Links the current content with past
and future lessons
- -Creates situations that encourage
learners to use high order thinking skill
.
- -Engages and sustain learners interest
in the subject by making content
meaningful and relevant to them.
- -Integrates relevant scholarly works
and ideas to enrich the lesson as
needed.
Communicate clear learning goals for the -Sets appropriate learning goals
lessons that are appropriate for learners. -Understands the learning goals
Make good use of allotted instructional -Establishes routines and procedures to
time. maximize instructional time.

Select teaching methods learning -Translate learning competencies to

activities and instruction materials or instructional objectives
resources appropriate to learners and -select prepares are utilize instructional
aligned to the objectives of the lesson. materials.
-Provides activities and uses materials
which fit the learners learning style goals
and culture.
Teachers recognize general learning Design and utilize teaching methods that
processes as well as unique processes of take into the account the learning
individual learners. process.
Domain 5 Planning assessing and reporting
The domain of Planning Assessing and Reporting refers to the alignment od assessment of planning activities in particular the
domain focuses on of assessment data to plan and revise teaching learning plans the integration of assessment procedures in the
plan and implemention of teaching learning activities and reporting on learners actual achievements and behavior.

Strands of Desire Teaching Performance Performance Indicators

Communicate promptly and clearly to -Shows proofs of Instructional planning

learners parents and superior about the -Implements instruction as plan
progress of learners -Demonstrate ability to cope with varied
teaching.
Develops and uses a variety of -Prepares formative and summative tests
appropriate assessment strategies to in line with the curriculum
monitor and evaluate learning -Employs non traditional assessment
techniques
-Interprets and uses assessment result to
improve teaching and learning.
-Identifies teaching learning difficulties and
possible causes and takes appropriate
action to address them.
-Uses tools for assessing authentic
learning.
Monitors regularly and provides feedback -Provides timely and accurate feedback to
on learners understanding of content. learners to encourage them to reflect on
and monitor their own learning growth
-Keeps accurate records of grades
performances levels of learner.
DOMAIN 6 COMMUNITY LINKAGES
The domain of Community linkages focuses on the ideal that classroom activities are meaningfully linked to the experiences as
aspirations of the students in their homes and communities. Thus the domain focuses on teachers efforts directed at
strengthening the links between schools and communities particularly as these links help in the attainment of the curricular
goals.
Strands of Desired Teaching Performance Indicators
Performance
Establishes learning environments that -Involves community in sharing
respond to the aspirations of the accountably for the learners achievement
community -Uses community resources
(human, ,material) to support learning
-Uses the community activities that
promote learning
-Participate in community activities that
promote learning
-Uses community networks to publicize
school events and achievements
-Encourage students to apply classroom
learning to the community
Domain 7 Personal Growth and Profesional
Development
The domain of Personal Growth and Professional Development emphasizes the ideal that teachers value having a high
personal regard for the teaching profession, concern for professional development and continuous improvement as teachers

Strands of Desired Teaching Performance Performance Indicators

Takes pride in nobility of teaching as a Maintains statue and behavior that

profession. upholds the dignity of teaching
-Allocates time for personal and
professional development through
*participation in education seminars and
works shops
-Manifests personal qualities such as
enthusiasm flexibility and caring
-Articulates and demonstrate ones
personal philosophy of teaching
Builds professional links colleagues to -keeps abreast with recent developments
enrich teaching practice in education links with other institutions
organization for sharing best practices.
Reflects on the extent of the attainment of -Reflect on the quality of his/her own
professional development teaching
-Improves teaching performances based
on feed back from students peers and